EDUC9222 Research Play and Pedagogies

The unit EDUC922 aims at assessing the complex relationships between learning and play. You will learn teaching strategies based on topics that reflect the learner's interpretation of the ongoing field research on the same. The playful teaching techniques are based on early childhood learning, and after completion, you will develop knowledge for engaging infants and toddlers in challenging learning methods.

Fun fact: A child aged 1000 days or less has a conception rate of or ability to form natural connections is one million per second? As reported by "UNICEF."

It is one of the challenges in education planning as it is necessary to incorporate play time in learning. Such practices entail several benefits, but the issue is that not many teachers are familiar with how to accommodate the same. On the other hand, supporting such practices requires setting specific goals to enhance early childhood education quality.

Let’s learn more about this unit through some research play and pedagogy examples and how to incorporate them into classroom learning.

What Are the Major Areas of Learning in EDUC9222 Research Play and Pedagogies?

Early learning has been focused on as the second most important target of the “United Nations Global Sustainable Development Goals” that are to be accomplished by 2030. The global momentum to integrate play time in early learning has beneficial outcomes. The only drawback is that the program must meet the children’s learning needs and comprehension levels. You will learn several methodologies in this unit; major learning outcomes include:

Various methods of gathering and analysing data for early learning and development

There have been several theories and devices for children's development in early childhood. Children perceive and learn things differently; they are capable of competent learning and insightful comprehension since early childhood. Although there are several effective data collection methods, focus groups, questionnaires, interviews, and surveys are the best data collection methods for analysing learning research play and pedagogies.

Developing several practices as per children’s repertoire efficient to support their learning

Since children possess different learning styles and have different paces of comprehension, they need learning strategies that fit them and support their repertoire. This section will teach you the principles for developing instructional strategies that meet the varied learning domains and children's cognitive development. Such principles

Assisting children in their playtime to co-constructors meaningful play pedagogies

Children learn through play and develop different methods to respond to the external environmental pressure they are exposed to in their surroundings. With the various principles, you will manage the teaching/learning environment. It includes teaching subject matter and learning using various instructional methods incorporating playtime.

Using theoretical knowledge to address how different decisions for teaching and learning influence children

The theoretical knowledge you develop through this course will provide a basis for understanding how early learning works - understand, explain, analyse, describe, and predict the learning outcomes. The knowledge you’ll get through this unit will help you be more informed about developing and delivering learning practices.

Popular, effective research play and pedagogy examples include a change in tone of voice and behavioural adaptation that fit the circumstances. Teaching is a difficult job, and play pedagogies are not as easy to incorporate into a curriculum that aims to educate and enlighten the various learning styles. This unit describes the nature of pre-primary learning and the need for play-based methods in learning.

"Children learn as they play. Most importantly, children learn how to learn in play." - Quote by O. Fred Donaldson.

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Why is Learning Through Play Not Deeply Integrated Into Classrooms?

Various factors contribute to playing not being integrated into learning:

1. The lack of appreciation for the importance of play in improving teaching and learning concepts. Throughout many circumstances, rote memorization and memorization are still the norms. The importance of play in developing young children's comprehension of arithmetic, logic, and literacy ideas is overlooked by classroom officials and employees, and the education administration.
2. Parents and families have misconceptions about play. When asked, many people feel that recreation is insignificant and that the prospect of play deflects attention away from "real education." Such views may lead to parents declining to seek game sessions in pre-primary learning environments.
3. Syllabus and early education norms do not address research play and pedagogies as important or relevant. Several countries globally have education standards, yet play is seldom considered a learning activity. An epitome is an analysis of “Early Learning and Development Standards” across thirty-seven countries by UNICEF”; resulting in only one-third of these counties incorporating play in learning.
4. The teaching professionals often lack skills focused on learning through play. Many of them are not adequately knowledgeable about implementing play-based teaching. A majority of teachers believe that study material - workbooks, class notes, and sample questionnaires is more effective than teaching with materials that help children explore.
5. Overcrowding in the classroom limits children's capacity to play independently. Furthermore, there are many issues when classes are very big. With over thirty students in a small space, enabling active communication with things or simply having enough stuff for everyone might be difficult.

As per UN, a recommended class size consists of a teacher, an assistant teacher, and not more than 25 children.

Children learn more in an interactive environment; it is especially true for students' early-childhood learning. Several other factors include societal standards, perception of learning, or the schools' inability to fund such a learning pattern. Still, there are several methods to incorporate play learning into classrooms.

What Are Some Research Play and Pedagogies Examples?

When offering pre-primary education services, it is important to make it affordable for each family in the community. The education services should plan and prioritise equality in providing education, especially for vulnerable children who must have equal access to learning opportunities. Here are a few ways to incorporate play pedagogy into classrooms:

1. Delegating tasks in groups where children are offered cheat-sheets incorporating the steps to complete the task. Still, they should be left with low intervention to learn independently.
2. Rewarding children’s achievement is another good example of easing children into exploring and getting involved in mind research strategies.
3.  Providing students with small chunks of information at once helps them comprehend and learn a concept, then overload them with information.
4. Prompting is a good approach for letting children access their knowledge. Ask them to write their thoughts down or what they learned. It helps improve their writing skills and comprehension.
5. Ask open-ended questions to assess students’ level of understanding/alertness and compliment them for active participation.

According to a recent Elkind analysis, over 30,000 education institutions have eliminated recess in recent decades to create room for classroom studies.

These are some minor yet effective ways teachers can introduce a fun learning environment into their classroom as the initial steps for research play and pedagogies. Studies show that our brains need a break or reset time every twenty minutes. Hence, it is important to let children learn when they explore and participate in an interactive environment, so they don't feel overwhelmed by information or weary.

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